Artificial Intelligence and Tutoring Systems: Computational by Etienne Wenger

By Etienne Wenger

Contributor note: ahead through John Seely Brown & James Greeno
Publish yr note: First released in 1987
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Artificial Intelligence and Tutoring Systems, the 1st entire reference textual content during this dynamic quarter, surveys examine because the early Seventies and assesses the cutting-edge. Adopting the viewpoint of the conversation of information, the writer addresses sensible concerns all in favour of designing tutorial structures in addition to theoretical questions raised through investigating computational tools of data conversation.

Weaving jointly the targets, contributions, and engaging demanding situations of clever tutoring method improvement, this well timed ebook comes in handy as a textual content in classes on clever tutoring platforms or computer-aided guideline, an creation for rookies to the sector, or as a reference for researchers and practitioners.

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Additional resources for Artificial Intelligence and Tutoring Systems: Computational and Cognitive Approaches to the Communication of Knowledge

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In fact, we will see that ITS research is still far from the ideal goal of a system capable of entirely autonomous pedagogical reasoning, purely on the basis of primitive principles, in domain knowledge as well as in pedagogical expertise. Whether this goal can be fully reached at all, or how soon, or to what extent it is desirable, are still matters of speculation reflecting the state of the entire field of artificial intelligence. Nevertheless, the difference is crucial. In particular, transferring the expertise as opposed to the decisions of experts creates the possibility that systems make decisions not anticipated by these experts, whose knowledge has been handed over in a "raw" state to be used by au­ tonomous processes.

At that time Quillian (1968) was developing his notion of semantic networks as a general structure for knowledge representation, and Carbonell was apparently quite thrilled by the idea. He mentions his belief that semantic networks are an accurate model of the way people store and access information.

Otherwise, teaching goals can only be expressed in terms either of exercises to go through, with the hope that knowledge will be acquired in the process, or of thresholds on a grading scale for measuring the student's performance. Aspects of communicability Mere expertise will not usually be sufficient to support pedagogical decisions. Unlike performance, the communication process is organized around learning: that is, around the successful integration of new material and new experiences into the student's existing body of knowledge.

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